English as a Second Language Stage 7 Teacher Guide

Cambridge Lower Secondary

English as a Second Language Nick Coates

STAGE 7: TEACHER’S GUIDE ESL 7 Lower Second 15439_P001.indd 1 Teachers guide Title page.indd 1

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William Collins’ dream of knowledge for all began with the publication of his first book in 1819.

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© HarperCollinsPublishers Limited 2017 10 9 8 7 6 5 4 3 2 1 ISBN 978-0-00-821543-9 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issues by the Copyright Licensing Agency Ltd., Barnard’s Inn, 86 Fetter Lane, London, EC4A 1EN. British Library Cataloguing in Publication Data. A catalogue record for this publication is available from the British Library.

Author/Series Editor: Nick Coates Development editor: Helen King Commissioning editor: Lucy Cooper In-house editor: Caroline Green/Lara McMurray Project manager: Anna Stevenson Copyeditor: Donatella Montrone Answer checker: Sonya Newland Proofreader: Karen Williams Illustrator: Jouve India Private Ltd Cover designer: Kevin Robbins Cover photo © Maria Herbert-Liew Typesetter: Jouve India Private Ltd Production controller: Rachel Weaver Printed and bound by: CPI Acknowledgements The publishers gratefully acknowledge the permission granted to reproduce the copyright material in this book. Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publishers will gladly receive any information enabling them to rectify any error or omission at the first opportunity. p191 Morphart Creation/Shutterstock, p194 Bobby Bradley/Shutterstock, p202 akowacz/Shutterstock, p206 Nerthuz/Shutterstock

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Contents Student’s Book contents map Introduction for teachers

4 007

Teaching Notes Unit 1

009

Unit 2

019

Review 1

29

Unit 3

032

Unit 4

042

Review 2

51

Unit 5

053

Unit 6

063

Review 3

72

Unit 7

073

Unit 8

082

Mid-year review

092

Unit 9

097

Unit 10

106

Review 4

113

Unit 11

115

Unit 12

124

Review 5

133

Unit 13

135

Unit 14

144

Review 6

152

Unit 15

154

Unit 16

164

End-of-year review

172

3

Contents map Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

1 Language and communication

• World languages (informational text)

• Communicating without words

• Greetings

• Dialogue: language learning

• Indefinite pronouns

• Punctuation of direct speech

• Quantifiers

• Using reference resources

• Discussion: language learning

• Present perfect tense (for recent events)

Project: sign language Focus on ICT: social media 2 Shops and shopping

• Where do you shop? (short descriptive texts)

• Shopping conversations

• Role play: shopping

• Dialogue: shopping

• Comparing (not as + adjective + as) • Modals: have to

Project: shopping experiences Focus on the World: three of the best markets Review 1 3 Catching the criminals

• Newspaper reports of crimes

• A police report

• Discussion: ranking crimes • Reporting a crime

• A police report • Spelling and punctuation

• Passive forms (past simple) • Reported speech

Project: a blurb for a crime story Focus on Science: forensic science 4 Dragons

• Komodo dragons (a web page)

• A story

• Discussion: dragons • Presenting animal facts

• A webpage • Present perfect about an animal tense (for unfinished events) • Modals: can

• Retelling a story

• Reported speech (said and told)

• Describing • Discussions: a painting statements about (making a art and making response art from rubbish and giving an opinion)

• Relative clauses (non-defining)

• Describing an adventure sport

• Compound nouns and adjectives

Project: a festival Focus on Literature: a folk tale Review 2 5 Art

• A description of a • Newspaper painting article on modern art

• Abstract nouns • Similes with like and as

Project: a work of art Focus on Art: art of ancient Africa 6 Adventure sports

• Three adventure sports (informational text)

• Interview with the manager of an activities company

• A description of an adventure sport

• Conjunctions of time • Prepositions + ing

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

• Brainstorming and categorising forms of transport

• An infographic on Maglev trains

• Conjunctions as and since

• Planning and starting a story

• Reported speech (questions)

Project: a timetable (for an adventure weekend) Focus on the World: national sports Review 3 7 The future of transport

• Green cars (infographic)

• A news report

• Discussion: the future of transport

• Future forms (will and (be) going to)

Project: the future of transport Focus on Geography: urbanisation and traffic management 8 Stories

• What makes a good story? (informational text)

• A folk tale

• Summarising a story • Telling a story

• Participles used as adjectives

Project: The map (planning and writing a story) Focus on Literature: three poems Mid-year review 9 Wildlife under threat

• Good news for one endangered cat (magazine article)

• A talk by a scientist about endangered animals

• Role play: a meeting

• A report of a meeting

• Modals • Noun phrases • Conjunctions so … that and such … that • why clauses

Project: endangered animals Focus on Biology: classification 10 Climate change

• So what if Earth gets a tiny bit warmer? (informational text)

• A woman talks about the impact of climate change on her life

• Discussion: ways • A magazine to save energy article

• Intensifying adverbs • Unlikely (second) conditional • Multi-word verbs

Project: reducing climate change Focus on the World: winds of the world Review 4 11 Healthy living

• Attitudes to diet and exercise • Top tips … for healthy living (blog post)

• A lecture by a health specialist on dieting

• Discussion: experiences of diets

• Attitude to diet and exercise • A lifestyle diary

• Present perfect tense (for experience) • Sentence adverbs • Gerund as subject and object

Project: a healthy lifestyles questionnaire Focus on Health Science: nutrient food groups

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

12 Game shows

• The world’s favourite game show (webpage)

• A quiz

• Discussion: wishes

• Questions for a quiz

• Prepositional phrases

• Play a quiz game

• wish clauses • Question forms

Project: Who Wants to be a Millionaire?

Focus on Literature: Q&A Review 5 13 Rivers and bridges

• Account of a river • Three people describing bridges journey (three blog posts)

• Discussion: plans

• A blog post (about a journey)

• Past continuous tense

• Introducing a hobby

• Relative clauses (defining)

• Past perfect tense

Project: a river adventure (planning a journey) Focus on History: Ancient Egypt 14 Hobbies

• Three of the strangest hobbies (web page)

• Instructions to make • Discussion: something hobbies

• Gerund and infinitive forms after verbs

• Give a talk about a hobby

Project: a new hobby Focus on the World: hobbies around the world Review 6 15 Space travel

• The International Space Station (informational text)

• A talk about the history of space travel

• A balloon debate: jobs

• A formal report giving reasons and explanations

• Position of adverbs in sentences • Adjective + dependent preposition • Multi-word verbs • Passive forms (present simple)

Project: life on the ISS Focus on Maths: calculating our weight on other planets 16 Science fiction

• Science fiction predictions that became fact (informational text)

• A science fiction story

• Discussion: what is science fiction?

• Making predictions

• Planning a story

• Pre-determiners (quantifying) • Causative forms • Future forms (present simple and continuous)

Project: a science fiction story Focus on Literature: Eager End-of year review

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Introduction for teachers The Collins Checkpoint English as a Second Language course consists of a Student’s Book, Workbook and a Teacher’s Guide for each of Stages 7, 8 and 9. The Student’s Books and Workbooks are closely integrated and should be used in conjunction for comprehensive language development. The accompanying audio tracks are available online, on the free resource tab, at www.collins.co.uk/

Differentiation, flexibility and variety All countries and cultures are different, and within them all schools have a range of situations and circumstances. Most importantly, each individual student is unique. So one size doesn’t fit all for any set of learning materials. In light of this, a key element in the design of this course has been variety and flexibility so that you, the teacher, will be able to select activities that are appropriate to the interests and abilities of your students.

•

In this Teacher’s Guide, before the teaching notes for each of the main activities, you will find a Differentiated learning outcomes box. This suggests appropriate learning outcomes for students at three different levels, to assist you to set realistic and achievable objectives for your students.

•

Also in this Teacher’s Guide, many of the teaching notes for the activities in the Student’s Book and Workbook are followed by Support or Extension sections. These provide guidelines on how to adapt the activity for students who need more support, or on how to extend and challenge those students who find the activities easy or finish quickly.

•

The Workbook contains some activities designed either for support or for extension work. For example, to accompany the Student’s Book reading activities, the Workbook includes a Reading: comprehension activity and a Reading: thinking about the text activity. The Workbook comprehension activity is at a lower level, so can be used for extra support or even to replace the Student’s Book comprehension activity if you find it too demanding for your students. The Workbook thinking about the text activity focuses on higher-level thinking skills such as implied meaning, critical analysis and application, so can be used to challenge more able students.

•

At the back of this Teacher’s Guide are 32 supplementary worksheets – two worksheets to accompany each unit. The notes at the end of each unit outline the purpose of each worksheet: remedial grammar, general support, additional practice or extension (usually reading or writing).

•

Each unit ends with a Project, which builds on the work in the unit. Projects are very valuable in increasing motivation and collaboration between students. They also integrate various skills and allow for more independent learning. Projects are suitable for students of every level, as those with different abilities and interests can do different tasks as part of the whole project. However, projects can take up a lot of class time, so you may have to be selective in which ones you use.

•

Each unit also includes a Focus section. These widen the range of topics and associated vocabulary covered within the units. There are three types of Focus section: o

Focus on … [a curriculum subject] These sections typically have texts suitable for teaching other (non-language) curriculum subjects, with activities that focus on the vocabulary and features of those texts, to enable both content and language integrated learning.

o

Focus on Literature. These sections introduce students to some elements of literature in the same way as might be experienced by students of English as a First Language. They also give some extensive reading practice of fiction.

o

Focus on the World. These sections use longer texts to explore interesting aspects of world culture. The aim is to broaden the horizons of students and to encourage a love of reading and learning about the world.

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Course aims The course has been written for students following the Cambridge Secondary 1 English as a Second Language curriculum.

•

All the learning objectives specified in the curriculum are covered. The teaching notes for each activity specify the learning objective reference number.

•

The full three-year course is designed to take students to or beyond the required level for the Cambridge Secondary 1 English as a Second Language Examination. At the end of each level of the course, they will also be ready to take the Cambridge Secondary 1 Progression test for that stage. Some practice in the activity types used in the Cambridge test and examination is provided as part of the course material.

•

The course aims to prepare students, by the end of the three years, to be ready to move on to the Cambridge IGCSE English as a Second Language course.

•

As a second language course, the focus is on language for communication – for study and for life outside of the classroom. Many of the topics covered have relevance to other school curriculum topics and introduce vocabulary relevant to those subjects (this is supported by the work on the Focus on … [a curriculum subject] – see above).

Methodology •

Each unit explores one topic through a range of communicative, skills-based activities.

•

The skills of critical-thinking and reflection are encouraged through the varied activities and questions.

Students are challenged to think not only about what they have learned but also about how they have learned it. Questions are asked to encourage them to think about how to improve their writing and to help them learn lessons about project work for application in the next project. At the end of each unit, there is a checklist of Can do … statements and questions in the Workbook for students to reflect on their progress. Reflection also plays a key part in the work of the Review sections (see below). The overall intention is to help students not only learn more language but also to become better language learners.

•

English grammar is taught using an inductive approach, often called Discovery Grammar. Rather than presenting grammar rules for students to learn and then practise, this approach presents examples of the grammar in use, and asks students questions to guide them to work out the rules for themselves.

Having made this ‘discovery’, students are more likely to remember the grammar and be able to apply it.

More traditional grammar practice is also provided in the Workbook (and also in some of the supplementary Worksheets) for follow-up work. There is also a Focus on Grammar reference section at the back of the Workbook, which summarises the main grammar points covered at each level.

•

The teaching notes encourage you to use formative assessment. You are reminded to observe and assess groups and individuals as they work, so that you can give them regular feedback. Feedback should indicate what is good about a piece of work, as well as how it can be improved. This assessment should help to inform what you teach next, and what individual students need to focus on.

•

Regular reviewing and recycling of material is essential to help students retain knowledge and to apply it effectively and confidently. In all levels of this course there are short Review sections after every two units, and two longer Mid-year and End-year reviews (with support in the Workbook).

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1

Language and communication

Overview

Resources

As part of a gradual introduction to the Level 7 programme, this unit begins with discussions about greetings and different reasons for language learning, and then progresses to consider various aspects of communication. It will give you the opportunity to find out how well your students can speak, read and write in English at this initial stage.

• • • • • •

Student’s Book: pp. 7–16 Workbook: pp. 5–9 Audio track: 1 Worksheets: 1A & 1B Paper for display and project Reference material (print or digital): dictionaries, encyclopaedias, world maps or atlases

Unit outcomes By the end of this unit, students will be able to: • • • • • • • • • • • •

discuss greetings, levels of formality and languages spoken express opinions about language learning write a dialogue, including opinions about language learning identify key information in a text identify the structure of a text use some reference resources (print or digital) to check meaning and extend understanding name the continents and some countries, languages and nationalities identify and use indefinite pronouns recognise the importance of tone of voice in spoken communication identify and use the present perfect tense for the recent past identify specific information in a text and represent it in a diagram work with a partner to communicate using sign language.

Looking forward Student’s Book p. 7 Introduce the title of the unit. Elicit or explain the meaning of communication. Then look through the Looking forward page with the students to prepare them for what they are going to study. Ask them what they think the picture represents.

Using language Speaking: greetings

[7S1]

Student’s Book p. 8

This initial discussion activity gives students the opportunity to get to know and to talk with their classmates, and for you to begin to get to know the students. It also introduces the issue of levels of formality in speech. a) Students work in groups to discuss the questions. Monitor the groups carefully to ensure they are doing the task and to start to evaluate the spoken ability of individual students. b) Elicit responses to the questions with the whole class. Focus particularly on the second bullet point and discuss how we should choose what we say according to the person we are speaking to (i.e. we use language appropriate to a situation). Elicit other examples of how we use different language according to who we are speaking to.

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Speaking: language learning

[7S3]

Student’s Book p. 8

Differentiated learning outcomes: speaking activity Lower: All students must be able to express agreement or disagreement with the opinions shown in the Student’s Book.

Mid: Most students should be able to express their own opinion about the topic.

High: Some students could justify their own opinions when questioned.

This activity follows on from Speaking: greetings but shifts the focus to attitudes about language learning.

Students are encouraged to agree or disagree with various opinions and then to give their own opinions.

This is also an opportunity to encourage positive attitudes towards learning English (and other languages). a) Students continue to work in their groups. Explain that they should look at the photos and read what the children in the book say, and then tell their group which opinions they agree with. Monitor the group discussions. b) Elicit opinions from the class. To give some structure, write on the board some phrases to express opinion (e.g. I think that …, In my opinion …, I agree with … because …). Challenge students to explain their own opinions. Make sure they understand the meaning of opinion.

Writing: a conversation

[7Wa2, 7Wa3]

Student’s Book p. 9

Differentiated learning outcomes: writing activity Lower: All students must be able to write a few lines following the guidelines.

Mid: Most students should be able to write at least ten lines of conversation, including a greeting, a question and an answer, and an opinion.

High: Some students could write a more extensive dialogue that shows their understanding of the conventions of conversation, their use of accurate and appropriate language, as well as their ability to express their opinions about language learning.

This activity provides students with the opportunity to put into practice some of the writing skills they learned at primary level, and for you to evaluate these skills at the beginning of the course. All ability levels can attempt this activity, but students’ results may differ widely across the ability range (see the box above).

1. a) Introduce the activity and ask a few questions to encourage students to skim the profiles to find relevant information (e.g. Who likes playing computer games? Which languages does Lin speak?). b) Students work individually to read and think about the questions. After a few minutes, elicit a few answers.

2. a) Read through with the class and elicit other greetings, questions and opinions. b) Students work individually on their writing. As they work, monitor and talk to as many students as possible about their work to help you evaluate their strengths and weaknesses.

3. As students complete their conversations (the time they take will differ), put them into pairs and tell them to take turns to read their conversations aloud. Again, monitor as many students as possible for diagnostic evaluation.

At the end of the lesson, focus the students on the My learning box. It is important to encourage this kind of reflective approach from the beginning of the course. Ask questions to help elicit responses (e.g. Did the conversation sound as if two students from different countries were talking? Were there any mistakes? What could be changed?). You could ask students to rewrite their conversations for homework.

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World languages Differentiated learning outcomes: reading activity Lower: All students must identify the key information in the text.

Mid: Most students should be able to identify features of the text structure.

High: Some students could show understanding of specific detail of the text and be able to express it in their own words.

Reading: setting the scene

Student’s Book p. 10

The purpose of this activity is to introduce the key focus of the text so that students are prepared before they read.

Have a brief class discussion eliciting some guesses and estimates for answers. Don’t attempt to give any answers at this stage.

Reading: exploring the text

[7Rm1, 7Ut1]

Student’s Book p. 10

1. Students read the text, looking for answers to the questions. Tell them not to worry too much about new vocabulary at this stage. When they have finished reading, ask the question. Encourage discussion, and explain that they won’t be able to find the answers in the text because the questions are very difficult.

2. Encourage students to focus on the features and structure of the text by asking the three questions.

Explain that the text uses a common structure of expository texts, which is to ask a question and then to give / explain / discuss the answer. Becoming familiar with features of text structure can help students to find meaning more efficiently in texts.

Support: Some students may need support when looking at text structure if this has not been encouraged at primary level. Give them more time and help them to focus on the headings, the questions (and question marks), etc.

Answers: 2 1 3 2 a question 3 it answers the question

Reading: comprehension [SUPPORT]: [7Rd1, 7Rg1] Workbook p. 5 This activity focuses on some of the specific information in the text. It is suitable for students who need more support. The final question is not directly stated in the text but clearly implied, so guide students to find the answer.

Answers 1 b

2 a 3 A language that is spoken by many people in many countries. 4 English

Reading: thinking about meaning

[EXTENSION]: [7Rd3]

Workbook p. 5

This activity requires students to think about and interpret what they have read through use of their own knowledge and judgment. It is most suitable for more able students, but can be used as a helpful round-up of the work on the text for all students.

If you have more able students who show an interest in the subject, you could introduce the concept of dialects into the discussion of question 2. Explain that a dialect is a form of a language specific to one area or group of people, but that it is often quite difficult to make a clear distinction between a language and a dialect. This makes it difficult to give an exact number of languages.

Answers Suggested answers:

1 They are important because they allow many people who have different mother tongues to communicate with each other.

2 Because there are so many it is difficult to count them all. (Or, see the answer above.)

3 It is a matter of opinion.

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Reading: look it up

[7Rd4, 7Ug9]

Student’s Book p. 11

This section introduces the use of reference resources. Students should be encouraged to continue to use whatever is available (print or digital) throughout the rest of the year. If students are going to be researching online, now might be a good time to instruct them on keeping safe on the internet, as well as any rules or guidelines your school has for online safety and security.

There are several good dictionaries, atlases and reference books available online.

1. a) Introduce look it up. Point out that the verb look up is made up of two words, and that it doesn’t mean to look upwards but rather to find something in a dictionary or other source. b) Students read and discuss the different strategies. They are all ways of dealing with the situation given, so discuss when each strategy might be used. The first should not be dismissed because students will often encounter texts that contain a lot of ‘difficult’ vocabulary. It is not possible to look up every word, and if they did it would make reading a very tiresome and boring experience.

However, they will often need to understand information that is given in the text, so focus on the other strategies, particularly the last two.

2. Extend the discussion to consider where students can find the information they need. Explain the meaning of encyclopaedia and atlas if necessary.

3. Make some reference material available for students – either print or digital. Give students the opportunity to do the activity and observe how well they cope. You can then decide what future training in the use of reference resources is required.

Support: Some students may have little experience of using dictionaries or other resources so will need regular instruction and practice over the year. There are suitable activities in the Workbook, starting with the work on alphabetical order given in this unit (see below).

Extension: Students with experience of using reference resources can be given other relevant information to research (e.g. How many people speak your mother tongue? Where do people speak it? In which countries is Spanish spoken?).

Answers

2 1c, 2a, 3b 3 1 a very large area of land that consists of several countries

2 54

3 in 2016 it was 1.38 billion

Reading: using a dictionary

[SUPPORT]: [7Rd4]

Workbook p. 5

This activity is suitable for those students who are not yet confident with using alphabetical order. If you are not sure of students’ differing skills and ability levels, you can ask the whole class to do the activity as a diagnostic tool. Tell students to do the activity as fast as they can and see which ones complete it quickly and which ones struggle.

Answers

1 Anika, Femi, Lin, Paulo 2 Arabic, Chinese, English, French, Russian, Spanish 3 Africa, America, Antarctica, Asia 4 China, Chinese, England, English 5 communicate, continent, conversation, country Vocabulary: words in context

[7Rd3]

Student’s Book p. 11

Students now look at the text to focus on the vocabulary. Tell them to work individually, then elicit answers and have a short discussion about each with the whole class.

Answers

1 1 mother tongue 2 billion 3 recently 4 communicate 2 Africa, South America 3 six (Chinese, English, Spanish, French, Russian, Arabic) 12

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Vocabulary: continents

[7Rd4]

Workbook p. 6

Students label the map to consolidate the vocabulary work in the previous activity. They can find or check their answers using a map, atlas or encyclopaedia.

Vocabulary: nationalities

[7Rd4]

Workbook p. 6

This supplementary activity builds on the nationalities and languages mentioned in the text. Begin by discussing the information box with the students and elicit other examples of nationalities and languages they may know. Encourage them to look up in a dictionary any they aren’t sure about. Tell them to complete the table with entries of their own.

Answers 1 English 2 Australian 3 Spain 4 Spanish 5 Egyptian 6 China 7 Chinese 8 French 9–12 students’ own answers

Vocabulary: languages

[EXTENSION]

Workbook p. 7

This is a fun activity suitable for fast finishers. Refer them first to the illustration with the text in the Student’s Book, page 10.

Answers Check Students’ word pictures.

Remember to give feedback both to the whole class, as well as to individual students, about their progress with the reading and vocabulary work.

Use of English: nobody, someone, everything

[7Ut6]

Student’s Book p. 12

It is important to encourage students to think about how language is put together and to work out grammar rules for themselves. If they do this successfully, they are far more likely to remember and apply the rules correctly.

1. a) Ask students if they know what a pronoun is and ask them to give examples (accept any type of pronoun). If students do not know, some initial remedial work might be required to introduce the basic parts of speech (verb, noun, pronoun, adjective, adverb, preposition) needed to talk about language. b) Encourage the students to focus on the example sentences and then ask the questions. Give them time to think before you elicit and discuss the answers. The examples given contrast with the original as they are more specific. c) Refer students to the Language tip to confirm their answers.

2. Students scan the reading text to find the other examples.

3. Ask students to select the missing words from the table in question 3 and then words to complete the sentences in question 4.

Extension: Students produce sentences of their own using some of the indefinite pronouns.

Answers

2 nobody / everyone 3 1 someone 2 anything 3 nobody 4 1 anyone / anybody 2 nothing 3 everybody / everyone Use of English: pronouns

4 anything / something

[SUPPORT]: [7Ut6]

Workbook p. 7

The first activity consolidates the work done in the Student’s Book, and the second activity provides extension.

Answers

1 1 someone / anyone 2 no one 2 1 none 2 all 3 a few 4 more

3 someone 4 anything 5 everyone 6 everything 5 less

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Communicating without words Differentiated learning outcomes: listening activity Lower: All students must be able to identify the names of different emotions and to recognise differences in tone of voice.

Mid: Most students should be able to interpret tone of voice and relate it to emotions, and be able to use tone of voice to express themselves.

High: Some students could use tone of voice and non-verbal language to express meaning clearly and effectively.

Listening: setting the scene

Student’s Book p. 13

This helps to prepare students for the listening activity by introducing vocabulary to describe basic feelings.

Read the short text with the class, and have a short discussion about each of the six feelings before students do the matching activity. Some explanation and examples may be needed for disgust (e.g. talk about eating or seeing something that you think is horrible).

Note that the facial expressions given in the Student’s Book reflect the six basic feelings expressed all over the world by speakers of different languages. We can combine these facial expressions to express other emotions as well.

Answers 1 angry 2 happy 3 surprised 4 disgusted 5 afraid 6 sad

Listening: tone of voice

[7Ld3, 7Ut2]

Student’s Book p. 13

This first listening activity of the course is simple and light-hearted, as many students can find listening to audio recordings quite challenging.

1. a) Read the introduction and ask students to give some examples of sounds for each of the six feelings. b) Play audio track 1, pausing after each short recording to give students time to think. Play the whole audio track again, if necessary.

2. Students now work in pairs to consider the situation for each short recording. Encourage them to use their imagination and describe a situation that might make a person feel angry, happy, etc. Play each short recording again and give the students time to discuss.

3. Ask each pair to develop one of the situations they created. At the end of the lesson, ask some pairs to act out their situation in front of the class.

Answers

1 1 afraid

2 happy 3 sad 4 angry 5 disgusted 6 surprised

Audio track 1 [to express fear] One Oh, no! no! [scream] [to express happiness] Two [laugh] Oh, yes [to express sadness] Three Oh, oh [sobs]

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[to express anger] Four What? What? [roars] [to express disgust] Five Ugh! That’s awful [yuk sounds] [to express surprise] Six [sounds of surprise] Oh, what happened?

Use of English: present perfect tense

[7Uf3]

Student’s Book p. 13

As in the previous Use of English section, work through the questions and guide the students to find the answers for themselves.

1. Tell students to look at the examples and then elicit a few other examples from the situations the students developed in the previous activity. Write these on the board using a present perfect tense verb and underline the verb. Introduce the name of the tense.

2. Ask the questions, in each case referring back to the example sentences on the board. Elicit the answers.

3. Students look in the text to find an example of the present perfect for the recent past in the reading text.

Ask students to find the Focus on Grammar section in their Workbooks and to look at the section on the present perfect tense (p. 89). This will make students aware of the section for future reference.

Answers

1 present perfect 2 something that has happened recently; has / have + past participle; we use just, after the verb 3 some people have started to learn it.

Use of English: present perfect tense

[7Uf3] Workbook p. 8 This activity consolidates the work on the present perfect tense in the Student’s Book.

1. Introduce the information box and elicit some of the answers before students work on their own.

Check the answers.

2. Students complete the sentences. Check their answers.

Support: You may find that some, or all, of your students will need extra grammar support. To find out what students already know about forming verb tenses, see Worksheet 1A on p. 177. You can then look for suitable remedial grammar activities either online or in specialist grammar books.

Answers

1 3 have 4 has 2 2 has just cut

5 has 6 haven’t 7 hasn’t 8 haven’t

3 have just picked 4 has just broken

Use of English: past participles

[EXTENSION] Workbook p. 9 This activity can be used for fast finishers or for homework. Explain that dictionaries give the past participles of irregular verbs, so students can look up any they don’t know.

Answers Across: 1 brought 3 left 6 drawn 7 spoken 9 fallen 11 understood 12 taught Down: 2 ridden 4 forgotten 5 chosen 8 meant 10 kept

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Focus on ICT The Focus on ... [a curriculum subject] sections provide texts and activities related to the unit topic. They typically include texts that might be used in the teaching of other (non-language) curriculum subjects, with accompanying activities that focus on the vocabulary and features of those texts, and the intention is to enable both language and curriculum content learning. The first text focuses on social media as part of ICT (Information and Communications Technology) a topic of interest for the students’ age group, as well as an increasingly common means of communication.

Differentiated learning outcomes: focus on ICT activity Lower: All students must be able to represent key information in the diagram.

Mid: Most students should also be able to show understanding of the gist of the text and be able to develop the diagram to represent their own knowledge of the subject.

High: Some students could do research to extend the diagram further and to express their views about the advantages, the disadvantages and the dangers of using social media.

An introduction to social media for students

[7Rm1, 7Rd3, 7Rg3, 7S6]

Student’s Book pp. 14–15

Talk with the class about their experience of reading longer texts with difficult vocabulary (they are likely to have experienced this while studying other curriculum subjects in English). Discuss how it can help to know something about the topic before reading. Explain that they should first look at the headings and any illustrations in order to find out what the text is about and then, in relation to these, think a little about what they already know. Point out also that it is not necessary to know the meaning of every word in a text in order to understand the key meaning of the whole text.

1. a) Students read the title of the text and look at the photo of social media logos. Explain that ICT means Information and Communications Technology (some schools teach this as a curriculum subject and other schools include this within the teaching of other subjects). Ask about which social media sites your students use and what they use the sites for. Elicit other sites they know about but may not use. b) Students read the text. Tell them not to worry about understanding every word but just to find out what the text is about in general. When they have finished, ask them to tell you anything they have learned about social media from reading the text. c) They read the first paragraph again. Ask students to tell you what the paragraph is about (it’s an introduction about the importance of social media). Do the same with the second paragraph (it explains what social media is) and then the third paragraph (it explains the different types of social media, with examples). d) Students should do the first activity. They can compare and discuss answers in pairs before you elicit answers.

2. Elicit the information and discuss. For question 2a, the answer is not stated explicitly but you can guide students to deduce the answer.

3. Draw the diagram on the board, or ask a fast finisher to draw it for you. Ask students about other types of social media and different sites, and discuss where they should be written in the diagram.

4. Students work in pairs or small groups to complete the activity.

5. Students discuss in small groups and make notes. Elicit some of the good or bad points about using social media, and discuss these with the class. This is an appropriate time to introduce any guidelines and rules your school has for students using the internet, and to offer advice on safety and security on the internet in general.

Support: Some students may find the text challenging. Work with them in a group and assist them to identify the key points. Ask guiding questions to focus their understanding (e.g. How many types of social media are there? Which one is the first / second / third type?).

Extension: Students can research other social media sites and add them to their diagram. They could also write their own sentences using the new vocabulary.

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Answers

1 1c 2 1a

2h 3f 4d 5g 6e 7a 8b

2b 3 four from: newspaper, magazine, book, film, TV 4 ordinary people can create social media (traditional media needs professional people), social media can be done more quickly 5 the important similarity is that they are both used for communication (students may come up with other examples)

3 social networks (e.g. Facebook); blogs and microblogs (e.g. Twitter); file-sharing sites (e.g. YouTube); gaming sites (e.g. World of Warcraft); project-type sites (e.g. Wikipedia)

Project Differentiated learning outcomes: project Lower: All students must be able to use the finger spelling chart to code and decode a simple message.

Mid: Most students should, with prompting and encouragement, be able to reflect on the nature of sign language as a form of communication.

High: Some students could express their own thoughts and ideas about spoken and signed communication (showing empathy with the hearing impaired).

Note: you may find that the students who find this task difficult or easy may not be the same students who did well or badly with text-based activities. Students who prefer physical, activity-based learning may do better than you expect in project work. Be sure to note this, and encourage and praise them.

Project: sign language

[7S6] Student’s Book p. 16 This activity serves as an introduction to the project work in the course, which intends to develop students’ ability in working more independently (although usually in pairs or groups) to complete a task that will frequently involve cross-curricular content. The task in this case is straightforward: to ask and answer a question. However, it involves conscious decoding and coding of the message using sign language. This should encourage students to think more about the nature of spoken communication, as well as recognising the complexities of communication for the hearing impaired. Always allow time at the end of a project for students to reflect on the process and the end result of a task.

1. a) Introduce the topic of sign language and find out what students already know about it. Look at the sign in the photo and ask what they think it might mean. Give the answer, friend, and ask students to make the sign. Explain that the sign is in American Sign Language and that speakers of other sign languages (including British Sign Language) may not understand it. b) Read the text with students as a further introduction to the project work. c) Students look at the finger spelling chart. Ask them to make a few of the letters with their fingers. d) Read through the whole task with the class and make sure students know what they have to do. Point out that finger spelling can be quite a slow way to communicate, so they should not choose long questions. However, encourage them to choose interesting questions and ensure they don’t already know the answers, for example: What’s your favourite game / TV show / film? Who is your best friend?

2. a) Students work in pairs. Encourage them to work in silence to make the signing authentic, and emphasise that they should not ask the questions aloud. Check that students understand the word role. b) As pairs complete the task, ask them to work together to note down three things they have learned from doing the activity. These may include the answers to their questions but should also involve some reflection on signing or communication generally.

Support: Some students may get frustrated if their partner doesn’t interpret their signs immediately, or if they have difficulty deciphering their partner’s signs. Encourage them and let them to take their time to get it right.

Extension: Students who adapt quickly to signing and finish the task first can be asked to observe other pairs who are still working and any problems which might arise. Encourage them to contribute their observations to the final discussion.

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They can also do a supplementary reading activity about animal communication in Worksheet 1B, which can be found on p. 178.

Ask the question in the My learning box: What did you learn by doing this project? Hold a brief discussion about the students’ answers. Focus not only on what they have learned about language and the challenge of using sign language, but also about cooperating with other students.

Check your progress

Workbook p. 9

Students reflect on their learning in the unit and consider what they want to learn. This will encourage them to begin to take responsibility for their own learning, and aim to become autonomous learners.

1. Students read the statements and tick those statements they think are true. Discuss with individual students any boxes they haven’t ticked to assess any remedial requirements and to consider anything that could be taught differently in the future.

2. Students work individually to make notes to answer the questions. They can then discuss their answers in pairs. Elicit answers and have a short class discussion. Make notes of anything that requires remedial teaching or provides future teaching opportunities.

Worksheet 1 Language and communication 1A: Verb forms

[SUPPORT] This worksheet provides revision and practice in basic verb forms and can be used for diagnostic assessment. Use it to find out which students have mastered which forms, and where they need most support. Later in this level there is work on various tenses and the passive, but if you find there are students who have not mastered the basics with the present simple, present continuous and past simple tenses, then you should do some remedial grammar practice.

Answers 1 Main verbs: 1 keeps 10 gone

2 waiting 3 washed 4 running 5 eaten

2 Auxiliary verbs: 1 don’t 2 are 3 were 4 has 5 had 6 have

1B: Reading: animal communication

6 see 7 driven 8 lived 9 drank 7 was 8 Did

[EXTENSION]

This supplementary reading and vocabulary activity is suitable for all levels but most appropriate as an extension activity for fast finishers.

Answers 1 1c 2e 3b 4f 5d 6a 2 / 3 students’ own answers 4 a She had a toothache. / Her tooth hurt. b using noises c using smells and sounds d using signs or touch

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